Brenda Bannan

Reconceptualizing Design Research in the Age of Mobile Learning.

The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning environments. To fully conceptualize and reconceptualize design research in mobile learning, the authors address and unpack the unique affordances of mobile learning and implications for design research as well as the design process that has impact on both. Asserting a socio-cultural view of learning, investigating mobile devices as cultural transformational tools is proposed to potentially expand perceptions and access to resources not only in how we view teaching and learning (as a form of social capital), but also in how we design for it and conduct research in complex settings.

Mobile, Inquiry-Based Learning and Geological Observation: An Exploratory Study

This exploratory study examines the use of integrated and complementary technology systems including mobile devices to explore an instructional experience designed to provoke observational inquiry and geological reasoning with upper elementary and middle school students. Mobile devices combined with classroom-based computer technology loaded with Google EarthTM software provided enhanced and varying views of a geological phenomenon allowing students to identify and reason about visual evidence of erosion in their local environment. A socio-cultural frame was also employed to examine the data in relation to social structures, cultural practices and individual agency. Findings indicate that the incorporation of mobile devices into an overarching instructional intervention involving geological observational inquiry promoted enhanced geological observation and reasoning in the field as well as demonstrated some evidence of appropriation in shifts of agency, social structures and cultural practices for the students in this study.

An Exploration of Hybrid Spaces for Place-Based Geomorphology with Latino Bilingual Children.

ABSTRACT Latino bilingual children hold rich understandings, which are underexplored and underutilized in the geoscience classroom. Oftentimes, young Latinos possess unique cultural land experiences shaping their place identities. We consider science as language and culture, and propose place-based geoscience hybrid space explorations that are culturally and linguistically relevant. We explore the different elements that help bilingual children learn geoscience using pre- and postsurvey of their understanding of the processes of erosion, transportation, and deposition; childrens marks, drawing, and writing on a photograph; and graphic organizers with childrens notes. Several different instructional elements for working with Latino bilinguals, organized around five tenets of culture, arise from our analysis: (1) Utilizing multiple linguistic resources, (2) making explicit connections to alternative interpretations of words, (3) using culturally relevant examples, (4) using alternative and creative ways of operationalizing hybrid spaces, and (5) learning in a community of practice.

Recent Developments in Technology-Enhanced Learning: A Critical Assessment

Our societies are considered knowledge societies in which lifelong learning is becoming increasingly important. At the same time, digital technologies are entering almost every aspect of our lives and now play an important role in education. The last decade has seen numerous new developments in the field of technology-enhanced learning. In 2004, George Siemens presented connectivism as a learning theory for the digital age. His ideas inspired the creation of Massive Open Online Courses (MOOCs), which have recently received a great deal of attention. Theoretical works on the use of digital devices for learning have focused on the affordances users perceive in these devices. Design research has also shown us that learning environments enriched by digital technologies are extremely complex and should be viewed as learning ecologies. The discussions on connectivism and MOOCs, affordances of digital devices, and design research have taken place in different discourses that have paid hardly any attention to each other. It is important to point out, however, that the developments in technology-enhanced learning not only can but need to be related to each other.ResumenNuestras sociedades son consideradas sociedades del conocimiento, donde el aprendizaje a lo largo de la vida obtiene cada vez más importancia. Al mismo tiempo, las tecnologías digitales forman parte de casi todos los aspectos de nuestra vida y juegan un papel importante en la educación. En la última década se han visto numerosos avances en el ámbito del aprendizaje enriquecido por la tecnología. En 2004, George Siemens presentó el conectivismo como teoría del aprendizaje para la era digital. Sus ideas inspiraron la creación de cursos online masivos abiertos (MOOGs), que han sido objeto de gran atención recientemente. La literatura científica relacionada con el uso de dispositivos digitales para el aprendizaje se ha centrado en las potencialidades que los usuarios perciben de estos dispositivos. La investigación del diseño también nos ha mostrado que los entornos de aprendizaje enriquecidos por la tecnología son complejos y deben ser vistos como ecologías de aprendizaje. Las discusiones sobre conectivismo y MOOGs, las potencialidades de los dispositivos digitales y la investigación del diseño han aparecido en diferentes discursos observados de manera aislada. En este sen tido, es importante señalar que los avances en el aprendizaje enriquecido por la tecnología no solo pueden sino que deben mostrarse relacionados entre sí.

Avances en el aprendizaje enriquecido con la tecnología: una evaluación crítica

Our societies are considered knowledge societies in which lifelong learning is becoming increasingly important. At the same time, digital technologies are entering almost every aspect of our lives and now play an important role in education. The last decade has seen numerous new developments in the field of technology-enhanced learning. In 2004, George Siemens presented connectivism as a learning theory for the digital age. His ideas inspired the creation of Massive Open Online Courses (MOOCs), which have recently received a great deal of attention. Theoretical works on the use of digital devices for learning have focused on the affordances users perceive in these devices. Design research has also shown us that learning environments enriched by digital technologies are extremely complex and should be viewed as learning ecologies. The discussions on connectivism and MOOCs, affordances of digital devices, and design research have taken place in different discourses that have paid hardly any attention to each other. It is important to point out, however, that the developments in technology-enhanced learning not only can but need to be related to each other.ResumenNuestras sociedades son consideradas sociedades del conocimiento, donde el aprendizaje a lo largo de la vida obtiene cada vez más importancia. Al mismo tiempo, las tecnologías digitales forman parte de casi todos los aspectos de nuestra vida y juegan un papel importante en la educación. En la última década se han visto numerosos avances en el ámbito del aprendizaje enriquecido por la tecnología. En 2004, George Siemens presentó el conectivismo como teoría del aprendizaje para la era digital. Sus ideas inspiraron la creación de cursos online masivos abiertos (MOOGs), que han sido objeto de gran atención recientemente. La literatura científica relacionada con el uso de dispositivos digitales para el aprendizaje se ha centrado en las potencialidades que los usuarios perciben de estos dispositivos. La investigación del diseño también nos ha mostrado que los entornos de aprendizaje enriquecidos por la tecnología son complejos y deben ser vistos como ecologías de aprendizaje. Las discusiones sobre conectivismo y MOOGs, las potencialidades de los dispositivos digitales y la investigación del diseño han aparecido en diferentes discursos observados de manera aislada. En este sen tido, es importante señalar que los avances en el aprendizaje enriquecido por la tecnología no solo pueden sino que deben mostrarse relacionados entre sí.

Recent developments in technology-enhanced learning: A critical assessment [Avenços en l’aprenentatge enriquit amb la tecnologia: una avaluació crítica]

Our societies are considered knowledge societies in which lifelong learning is becoming increasingly important. At the same time, digital technologies are entering almost every aspect of our lives and now play an important role in education. The last decade has seen numerous new developments in the field of technology-enhanced learning. In 2004, George Siemens presented connectivism as a learning theory for the digital age. His ideas inspired the creation of Massive Open Online Courses (MOOCs), which have recently received a great deal of attention. Theoretical works on the use of digital devices for learning have focused on the affordances users perceive in these devices. Design research has also shown us that learning environments enriched by digital technologies are extremely complex and should be viewed as learning ecologies. The discussions on connectivism and MOOCs, affordances of digital devices, and design research have taken place in different discourses that have paid hardly any attention to each other. It is important to point out, however, that the developments in technology-enhanced learning not only can but need to be related to each other.ResumenNuestras sociedades son consideradas sociedades del conocimiento, donde el aprendizaje a lo largo de la vida obtiene cada vez más importancia. Al mismo tiempo, las tecnologías digitales forman parte de casi todos los aspectos de nuestra vida y juegan un papel importante en la educación. En la última década se han visto numerosos avances en el ámbito del aprendizaje enriquecido por la tecnología. En 2004, George Siemens presentó el conectivismo como teoría del aprendizaje para la era digital. Sus ideas inspiraron la creación de cursos online masivos abiertos (MOOGs), que han sido objeto de gran atención recientemente. La literatura científica relacionada con el uso de dispositivos digitales para el aprendizaje se ha centrado en las potencialidades que los usuarios perciben de estos dispositivos. La investigación del diseño también nos ha mostrado que los entornos de aprendizaje enriquecidos por la tecnología son complejos y deben ser vistos como ecologías de aprendizaje. Las discusiones sobre conectivismo y MOOGs, las potencialidades de los dispositivos digitales y la investigación del diseño han aparecido en diferentes discursos observados de manera aislada. En este sen tido, es importante señalar que los avances en el aprendizaje enriquecido por la tecnología no solo pueden sino que deben mostrarse relacionados entre sí.